پديد آورندگان :
تحويلدارى، هويه دانشگاه آزاد اسلامى، دبى، امارات متحده عربى , قباديان، وحيد دانشگاه آزاد اسلامى واحد تهران مركزى - دانشكده هنر - گروه معمارى , افهمى، رضا دانشگاه تربيت مدرس - دانشكده هنر و معمارى - گروه پژوهش هنر
كليدواژه :
فراشناخت , طراحي معماري , باورهاي فراشناختي , آموزش معماري , كارشناسي معماري
چكيده فارسي :
با هدف سنجش امكان تدوين راهبردهاي فراشناختي در تدريس طراحي‌معماري، پژوهش حاضر در صدد سنجش رابطه باورهاي فراشناختي و نمرات دانشجويان در دروس مقدمات و طراحي‌معماري و اسكيس برآمده‌است. پيمايش مزبور توسط پرسشنامه از 208 دانشجوي طراحي‌معماري پنج، باورهاي فراشناختي، دانش شناختي، تجربه و نمرات دروس مقدمات، طراحي‌معماري و يك اسكيس خلاقه را مورد پرسش قرار داده است. تحليل همبستگي و رگرسيون داده‌ها نشانگر رابطه مثبت و معنادار زير مقياس‌هاي باورهاي مثبت درباره نگراني، وقوف شناختي و كنترل افكار در نمرات مقدمات و اين مقياس‌ها به همراه اطمينان شناختي در دروس طراحي‌معماري و نمره وقوف شناختي در اسكيس است. نتايج نشانگر نقش توانايي‌هاي فراشناختي يعني توان نظم‌بخشي و كنترل فرآيندهاي شناختي در پيشبرد موفقيت‌آميز پروژه‌هاي طراحي‌معماري ولي نقش محدود آن در توسعه و پرورش كنش خلاقانه افراد در طراحي است. نتيجه حاضر مي‌تواند مقدمه تدوين راهبردهاي فراشناختي آموزش طراحي‌معماري، به عنوان يك روش آموزشي كارآمد در تدريس و موفقيت دانشجويان باشد.
چكيده لاتين :
Learning is the result of personal beliefs and attitudes, environmental, and behavioral factors that many researchers
s tate that each of them can affect other two factors. On the other hand, self-regulated learning is aligned more
closely with educational aims refers to learning that is guided by metacognition (thinking about one's thinking),
s trategic action (planning, monitoring, and evaluating personal progress again s t a s tandard), and motivation to
learn. Researchers found that any development of self-regulated learning is governed by a variety of interacting
cognitive, metacognitive, and motivational components. Self-regulated learning refers to the ability to under s tand and
control learning conditions through setting goals, selecting s trategies to achieve them, implementing those s trategies,
and monitor the progress towards them. These factors are the main and mo s t important factors in developing an
architectural design too. So you can imagine one with these abilities can become a successful designer and if it
is true, the educational sy s tem mu s t try to enhance these abilities as a predictor of success as mentioned above.
Metacognitive training means increasing individual abilities in the discipline of cognitive processes and their control
on their cognitive processes, which plays an important role in improving it, including reasoning, rational thinking,
problem-solving and critical thinking. Problem solving is the main trend in architectural design education, so finding
the relationship between s tudent’s successes in architectural design, their metacognitive abilities can be a primary
indicator of attention to metacognition based teaching method as a valuable method in architectural design education
in s tead of our today’s cognitive method.
Therefore, the present s tudy aims at determining the problem of whether there is a meaningful relationship between
their meta-cognitive beliefs and the undergraduate architectural design course scores and sketch grades, as the
fir s t s tep towards the formulation of meta-cognitive teaching methods in architectural design. Therefore, a survey
was conducted in the form of a que s tionnaire among 208 of senior s tudents of architecture design lessons among
universities in Tehran city. They were asked to complete a meta-cognitive belief que s tionnaire and a que s tionnaire
related to their cognitive knowledge in architecture and architectural experience as well as their grades in architectural
design courses and draw an architectural sketch that graded by three professors in the field of architectural design.
The results show that the demographic variables such as age, gender, and the economy, as well as the level of their
knowledge and experiences in the field of architecture, have no significant relationship with their architectural design
scores. However, the results of correlation and regression analysis of data showed that subclass of positive beliefs
about worry, cognitive self-consciousness, and beliefs about the need to control thoughts have positive effects on their
architectural design scores and there is a significant relationship between the metacognitive ability of the individual
and his ability to design the architecture. In s tead of its importance in the architectural design process, it has less
